Theory of Action Statements - Examples
E. Robin Staudenmeier, Principal Consultant
System of Support and District Intervention Division
March 24, 2014
1. Establish specific district wide Goals and Objectives
1
Goal 1 Reading : The FY13 SIG high school had an average 2012 Reading M/E of ___%, therefore it will demonstrate an increase in academic achievement in reading to
___% PSAE M/E (2013) and ___% in 2014 through the implementation of comprehensive school improvement plans
3
Evidence of Improvement or Progress
Objectives (Levers 2)
th
1.1 Develop and implement targeted Tier II/III interventions for at-risk
90% of 9 grade students will be on-track to graduate
students
(Relates to graduation rate and dropout rate metrics)
1.2 Increase student outcomes by aligning the curriculum and
50% of students will make expected gains between the Explore to Plan
assessments to the Common Core State Standards
50% of students will make expected gains between Plan to ACT
1.3 Increase student outcomes by increasing AP participation, support
systems, and course offerings
1.4 Increase instructional time by improving attendance, decreasing
truancy, and decreasing out of school suspensions.
1.5 Increase the quality of differentiated instruction and instructional
alignment with targeted teacher professional development, coaching,
collaboration, supports, and data use
1
(Directly relates to achievement metrics)
% of students who complete AP courses during SY2014 increases by 20 percentage points
(Relates to advanced coursework metrics)
Increase student attendance rate by 5% each quarter
th
Out of school suspensions will decrease by 10% each quarter for 9 graders
(Relates to student attendance and discipline metrics and extended time requirement)
All teachers will improve at least one level on two indicators in Domain 2 and/or 3
(Relates to Teacher Talent Metrics)
Goal statements should align with the achievement measures that are employed in Illinois, i.e. the PSAE.
2
The strategies associated with the objectives will exercise one or more of the basic levers for school improvement. These include the Instructional
Program, the Professional Learning System, the Instructional Leaders, Climate and Culture, Family and Community Engagement, and College and
Career Supports.
3
The metrics used for Evidence of Improvement or Progress should relate to one of the 18 federally required metrics. The specific metrics in this
example are noted in parenthesis. Measures should link in as direct a manner as possible to the overarching goal. Therefore, student outcomes
are the best measure. Adult outcomes are the next level. Fidelity checks are the least strong form of evidence since there is no measure of quality
and an unclear link to the ultimate goal. Refrain from using them, especially when measuring progress for objectives.
2. Compose a Theory of Action 4 that connects the goals and objectives to specific strategies and outcome measures.
If we implement the following (strategy), then we can expect the following impact on student achievement (evidence of improvement), thereby reaching the
following (goal).
The following objectives and strategies have been pulled as samples from section 3. Not all strategies were included in this example.
Objectives
1.1 Develop and implement
targeted Tier II/III interventions
for at-risk students
1.2 Increase student outcomes
by aligning the curriculum and
assessments to the Common
Core State Standards
1.3 Increase student outcomes
by increasing AP participation,
support systems, and course
offerings
4
Strategies
Evidence of Improvement
Goals
If we do the following…
…then we can expect the following impact on student
achievement
thereby reaching our
student achievement
goals!
1.1.1 Expand literacy programming
by utilizing Read 180 to elevate the
skill deficiencies of targeted
students
th
1.1.3 Double dose ELA for 9 grade
students who did not meet
expectations on the ISAT during the
th
8 grade
1.2.3 Implement Focused
th
th
Instruction Protocol in 9 and 10
grade ELA
70% of the student cohort will demonstrate mastery of targeted skills
during interim assessments
The FY13 SIG high school had
an average 2012 Reading M/E
of ___%, therefore it will
demonstrate an increase in
academic achievement in
reading to ___% PSAE M/E
(2013) and ____% in 2014
through the implementation
of comprehensive school
improvement plans.
1.3.2 Increase AP course offerings
to include AP History
1.3.3 Provide after-school tutoring
to ensure student success in AP
courses
th
90% of 9 grade students will be on-track to graduate
th
th
90% of 9 and 10 grade students will demonstrate mastery of
targeted skills during post-test
th
90% of 9 grade students will be on-track to graduate
50% of students will make expected gains between the Explore to
Plan
50% of students will make expected gains between Plan to ACT
% of students who complete AP courses during SY2014 increases by
20 percentage points
% of students who reach a level 3 on the AP exam increases by 10
percentage points
A Theory of Action is an if, then statement that demonstrates a causal relationship between the action and the intended outcome.
3. Determine target completion dates and the frequency with which actions will be monitored. Determine who is responsible for implementing
and/or overseeing the activity. Make sure that the responsible persons are aware of their roles through job descriptions and evaluation tools.
Strategies 5
Evidence of Improvement
If we do the following…
…then we will impact student achievement in these ways
1.1 Develop and implement targeted Tier II/III interventions for at-risk students
1.1.1 Expand literacy programming by
70% of the student cohort will demonstrate mastery of targeted skills
8
utilizing Read 180 to elevate the skill
during interim assessments
deficiencies of targeted students
th
1.1.2 Put in place credit recovery for
90% of 9 grade students will be on-track to graduate
th
credit-deficient 9 graders
th
th
1.1.3 Double dose ELA for 9 grade
90% of 9 grade students will be on-track to graduate
students who did not meet expectations
th
on the ISAT during the 8 grade
1.2 Increase student outcomes by aligning the curriculum and assessments to the Common Core State Standards
1.2.1 Free academic department chairs for All teachers will improve at least one level on two indicators in Domain
9
2 out of 6 periods to support their
2 and/or 3
department with coaching, curriculum
alignment and direct professional
All ELA and social studies teachers will demonstrate common core
10
development
instructional shifts during informal observations
Target Date for
Completion6
…by
Responsible Person
or Position 7
Biweekly
Read 180 teachers
ELA Department Chair
December - spring, Maysummer school
Quarterly
Graduation Coach
th
9 grade AP
ELA Department Chair,
Guidance
EOY
Department Chairs
Principal
Weekly review
Instructional Coaches
and Department Chairs
Our school will reach a minimum level of Strong in course clarity on the
5 Essentials survey.
50% of students will make expected gains between the Explore to Plan
11
50% of students will make expected gains between Plan to ACT
5
Strategy 1.1.1 is leveraging the instructional program. Strategy 1.2.1 is leveraging the instructional leadership. Strategy 1.2.2 is leveraging the
professional learning system.
6
Notice that the target completion dates are as early as possible. Program monitoring of implementation will occur more frequently
7
Persons responsible should begin at the lowest decision-making level. Build leadership capacity and sustainability of programs by distributing
accountability and decision-making.
8
This is a student outcome measure. Student outcome measures are preferable.
9
This is a teacher outcome measure.
10
This is a fidelity measure. Fidelity measures are least preferred method of measuring progress. However, they are important for program
monitoring purposes.
11
These are student outcome measures that are growth measures. Incorporate growth measures as much as possible to be able to determine if
strategies provide added value.
1.2.2 Use common planning time to
develop formative and common end of
course assessments aligned with Common
Core Standards in reading and writing
amongst English Language Arts and Social
Studies faculty
1.2.3 Implement Focused Instruction
th
th
Protocol in 9 and 10 grade ELA
All social studies and ELA teachers will administer common end-ofcourse assessments. Student responses will be jointly anchored and
scored
EOY
Department Chairs
All social studies and ELA teachers will administer formative
assessments and differentiate instruction based on assessment results
Biweekly
SS and ELA Teachers
Instructional Coaches,
Department Chairs
Biweekly
9 /10 grade ELA
Teachers, Lead
12
Partner
Aug 2013
Principal
Aug 2013
History Department
Chair
Biweekly
AP teachers, Tutors
Aug 2013, Dec 2013
Data Strategist,
Guidance
Weekly
Parent Coordinator,
Guidance Counselors
Weekly
9 Grade Graduation
Coach,
Principal
th
9 Grade Teachers,
th
Dean, 9 Grade
50% of students will make expected gains between the Explore to Plan
50% of students will make expected gains between Plan to ACT
th
th
90% of 9 and 10 grade students will demonstrate mastery of targeted
skills during post-test
th
90% of 9 grade students will be on-track to graduate
50% of students will make expected gains between the Explore to Plan
50% of students will make expected gains between Plan to ACT
1.3 Increase student outcomes by increasing AP participation, support systems, and course offerings.
1.3.1 Ensure that 100% of AP instructors
% of students who complete AP courses during SY2014 increases by 20
attend related summer PD
percentage points
1.3.2 Increase AP course offerings to
include AP History
75% of AP students will make expected gains from Plan to ACT
% of students who complete AP courses during SY2014 increases by 20
percentage points
1.3.3 Provide after-school tutoring to
ensure student success in AP courses
% of students who reach a level 3 on the AP exam increases by 10
percentage points
1.3.4 Ensure that relevant subgroups have An equal % of students in relevant subgroups will successfully complete
equal access to advanced placement
AP courses with a grade of C or above.
courses by disaggregating and responding
to course enrollment data
1.4 Increase instructional time by improving attendance, decreasing truancy, and decreasing out of school suspensions.
1.4.1 Put in place a parent call center to
Increase student attendance rate by 5% each quarter
contact parents and guardians to prevent
course tardies, cuts, and school absences.
1.4.2 Partner with Big Brothers/Sisters to
Increase student attendance rate by 5% each quarter
provide mentors and tutors in order to
th
support targeted 9 grade students
th
th
1.4.3 9 grade teachers will implement
Out of school suspensions will decrease by 10% each quarter for 9
BIST practices and training modules during graders
12
Weekly
The lead partner should be given decision making authority and be held accountable for those activities specified in the MOU.
th
th
th
Advisory
Graduation Coach
1.5 Increase the quality of differentiated instruction and instructional alignment with targeted teacher professional development, coaching, collaboration, supports, and data
use
1.5.1 Free academic department chairs for ELA and Social Studies curriculum will be aligned with common core
Quarterly
Department Chairs,
2 out of 6 periods to support their
standards in reading
Principal, Lead Partner
department with coaching, curriculum
alignment and direct professional
All ELA and SS faculty will develop lesson plans aligned with stated
Weekly
Department Chairs,
development.
curriculum
Principal, Instructional
Coaches
High school will earn a rating of Strong on the 5 Essentials Quality of
EOY
Professional Development measure
1.5.2 Peer coaches will model, observe,
All teachers will improve at least one level on two indicators in Domain
EOY
Instructional Coaches,
and provide feedback, pertaining to
2 and/or 3
Principal, Lead Partner
differentiated instruction and the
instructional shifts for the common core
High school will earn a rating of Strong on the 5 Essentials Quality of
EOY
for all teachers in their group, weekly.
Professional Development measure
All ELA and social studies teachers will demonstrate common core
instructional shifts during informal observations
All ELA and social studies teachers will demonstrate differentiated
instruction and/or assessment during every informal observation
1.5.3 Data strategist provides detailed
data analytic support for school team and
ongoing operational management of
school-based data system
70% of the student cohort will demonstrate mastery of targeted skills
during interim assessments
th
Weekly
Weekly
90% of 9 grade students will be on-track to graduate
Biweekly
50% of students will make expected gains between the Explore to Plan
50% of students will make expected gains between Plan to ACT
EOY
An equal % of students in relevant subgroups will successfully complete
AP courses with a grade of C or above
Increase student attendance rate by 5% each quarter
1.5.4 Teachers will participate in
departmental data analysis meetings with
AD and Principal
Weekly
Same
Data Strategist
Aug 2013, Dec 2013
Faculty, Department
Chair, AD, Principal